PurposeThe purpose of this article is to examine the role of social capital and higher order meta-skills in developing the employability of marketing students at a UK university.Design/methodology/approachThis conceptual article, bolstered by illustrative primary data, provides a broader conceptualisation of employability. This is to address the specific research question on how social capital (contacts and connections) is deployed (via capability-based higher order meta-skills) in a UK university developing the employability of a specific group of students. The article is situated in the highly fraught context of teaching excellence measurement schemes [such as the teaching excellence framework (TEF) in the UK].FindingsThe research findings highlighted the role of social capital and higher order meta-skills in developing the employability of marketing students at a UK university.Research limitations/implicationsWhile the illustrative primary data are not generalisable, as they are limited to one group of marketing students in one UK university; the conceptual development, including a new social capital based definition of employability that incorporated the capabilities, provided by higher-order meta-skills, is widely applicable.Practical implicationsThe article has highlighted how the impact of social capital, etiquette and meta-skills, while being “between the lines” of the employability discourse and the metrics of the TEF, explains the differing perceptions of the value of employability initiatives. The article highlights the grey area of between the reasons given as to why some candidates are valued over others. Perhaps no rhyme or reason sometimes, just the “hidden” perception/interpretations of the interview panel of the “qualities” of one candidate over another.Originality/valueThe difficulty in ascertaining the influence of social capital (and how it can be deployed through higher-order meta-skills as capabilities) results in challenges for universities as they endeavour to respond to the data requirements of “learning gain” within teaching excellent measurement schemes such as the UK teaching excellence framework.
This publication is the third in a planned series of four volumes designed to provide the reader with "a concise review of the present state of the art" of hospital-acquired infections. This volume consists of eleven chapters addressing infections of the musculoskeletal system, prosthetic heart valves, obstetrics and gynecology, postpartum and the neonate, respiratory tract, urinary tract, gastrointestinal tract, viral hepatitis, sepsis related to intravenous therapy, infections of the skin and mucous membranes, and surgical infections. Although the authorship of the chapters varies, each chapter begins with a brief introduction that includes a discussion of incidence rates, a historical perspective, and a description of the most commonly encountered causative microorganisms for each category of infection. Specific problems of that category are examined and, finally, control measures are presented. Throughout the book, generally accepted infection control principles are stated succinctly and are not belabored. It is impressive that almost every sentence has import. At several points, the authors do challenge recommendations by the CDC and others. This is done in a welcome manner, and supports the idea that infection control is an evolving specialty that requires argument and ongoing scientific investigation. The tables in the book are simple and uncluttered, but their titles and the
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